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As they say in business... location, location, location. In education it translates to something like... topic, topic, topic. While I think it is hard to go wrong with the topic of wine, there are a few aspects worth pointing out that I tried today because of my conversations with all of you over the years.

First, yes, topic helps. But we will all encounter some topics that we will need to or even want to cover that may not be so instantly engaging.  One thing Paul and I have discussed regarding the issue of covering less appealing topics is the importance of finding something, anything, about the topic that interest you... the teacher.  That interest will translate into interest in students.

Second, I tried to take the interesting facets and turn it into a problem solving activity. For whatever reason (worth thinking more about) humans are engaged in problem solving.  Among other things, I think a problem to solve immediately sets a context and goal for the subsequent activities... a scaffolding, if you will, to loop back to as needed.

Lastly, which I really explored last summer institute, is the practice of creating space for learners.  Space in this context is mostly time for individuals to wrestle in their own way with problems, concepts and language. I place "formative assessment question" scattered throughout the lecture component to force me to take that time and space.  But, once I started using these pauses, I realized how interesting I found my student's responses.  Once I, as a teacher, began really conversing with students, I could not return to my old habits - so lopsided and boring. Furthermore,  space in the language of conversation is the ability to listen and reflect before acting.  Space is giving your neighbors a chance to voice views and a chance to hear your own "other" voices (in a plural selves sense).

Thanks again for the feedback and looking forward to exploring further the issues of diversity, inquiry and conversation as it applies to education.